Upon successful completion of the course, students will be able to: define learning as a relatively permanent change in behavior or behavioral potential due to experience, distinguishing it from temporary states, and introduce classical and instrumental conditioning as distinct forms of learning; explain how learning is studied scientifically, emphasizing the roles of naturalistic observation and controlled experimentation, and discuss key concepts such as parsimony and refutability in shaping research; trace the historical development of learning theories from early Western philosophical ideas, including Plato's rationalism and Aristotle's empiricism, through the emergence of scientific psychology and behaviorism; describe Edward Thorndike's theory of learning, including his concept of stimulus-response (S-R) connections, and outline and differentiate his laws of readiness, exercise, and effect, noting their revisions over time; summarize B.F. Skinner's radical behaviorism, distinguishing between respondent (Type S) and operant (Type R) behaviors, and explain how consequences shape behavior through reinforcement and different reinforcement schedules; articulate Clark Hull's hypothetical-deductive approach to explaining learning, including his postulates and testable theorems, and discuss his concepts of incentive motivation, stimulus-intensity dynamism, and drive stimulus reduction; explain Ivan Pavlov's work on classical conditioning, including the formation of associations between stimuli and responses, and describe principles such as extinction, generalization, and discrimination; discuss Jean Piaget’s theory of intellectual development, including how children construct knowledge through sensorimotor schemata and experiences, and explain the processes of assimilation, accommodation, and equilibration within his four-stage model of cognitive growth; and examine Albert Bandura's social cognitive theory, emphasizing observational learning as a primary mode of human learning, and differentiate his view of reinforcement as a performance variable rather than a learning one.